Literature Review on Trends of Comprehension Instruction for Elementary School Students
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
Abstract: The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright (c) 2022 Firman Parlindungan, Willy Prasetya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The Massachusetts Institute of Technology Press.
Adomat, D. S. 2012. Drama’s potential for deepening young children’s understandings of stories. Early Childhood Education Journal, (Online), 40(6), 343-350, (https://doi.org/10.1007/s10643-012-0519-8, accessed December 08, 2020.
Allen, K. D., & Hancock, T. E. 2008. Reading comprehension improvement with individualized cognitive profiles and metacognition. Literacy Research and Instruction, 47(2), 124-139, (https://doi.org/10.1080/19388070801938320, accessed December 09 2020.
Block, C. C., Gambrell, L. B., & Pressley, M (Eds.). (2002). Improving comprehension instruction: Rethinking research, theory, and classroom practice. Jossey-Bass.
Block, C. C., Parris, S. R., Reed, K. L., Whiteley, C. S., & Cleveland, M. D. 2009. Instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101(2), 262-281, (https://doi.org/10.1037/a0014319, accessed December 07 2020.
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., . . . White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of english language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215, (https://doi.org/10.1598/RRQ.39.2.3, accessed December 10 2020.
Dewitz, P., Jones, J., & Leahy, S. (2009). Comprehension strategy instruction in core reading programs. Reading Research Quarterly, 44(2), 102-126, (https://doi.org/10.1598/RRQ.44.2.1, accessed December 15 2020.
Durkin, D. (1993). Teaching them to read (6th edition). Boston: Allyn and Bacon.
Firmender, J. M., Reis, S. M., & Sweeny, S. M. (2013). Reading comprehension and fluency levels ranges across diverse classrooms: The need for differentiated reading instruction and content. Gifted Child Quarterly, 57(1), 3-14, (https://doi.org/10.1177/0016986212460084, accessed December 14, 2020.
Foorman, B. R., & Petscher, Y. (2010). Development of spelling and differential relations to text reading in grades 3-12. Assessment for Effective Intervention, 36(1), 7-20, (https://doi.org/10.1177/1534508410379844, accessed December 13, 2020.
Fox, E., & Alexander, P. (2009). Text comprehension: A retrospective, perspective, and prospective. In Israel, S., & Duff, G. (Eds.), Handbook of research on reading comprehension. Routledge.
Goodwin, A.P. & Cho, S.J. (2016). Unraveling vocabulary learning: Reader and item-level predictors of vocabulary learning within comprehension instruction for fifth and sixth graders. Scientific Studies of Reading, 20(6), 490-514, (https://doi.org/10.1080/10888438.2016.1245734, accessed December 14, 2020.
Kennedy, U., & Chinokul, S. (2020). Effect of the scaffolded reading experience using graphic novel on the English reading comprehension and reading motivation of the Thai EFL students. LEARN Journal: Language, Education, and Acquisition Research Network, 13(2), 158-175, (https://so04.tci-thaijo.org/index.php/LEARN/article/view/243701, accessed December 15, 2020.
Kucer, S. B. (2016). Accuracy, miscues, and the comprehension of complex literary and scientific texts. Reading Psychology, 37(7), 1076-1095, (https://doi.org/10.1080/02702711.2016.1159632, accessed December 17, 2020.
McKeown, M., Beck, I.L., & Blake, R.G.K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218–253, (https://doi.org/10.1598/RRQ.44.3.1, accessed December 21, 2020.
National Institute of Child Health and Human Development (NICHD). (2000). Report of the national reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). U.S: Government Printing Office.
Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 98-117, (https://doi.org/10.1080/02568543.2010.531076, accessed December 22, 2020.
Paris, S., & Stahl, S. (Eds.). (2005). Children’s reading comprehension and assessment. Lawrence Elbraum Associates.
Pilonieta, P. (2010). Instruction of research-based comprehension strategies in basal reading programs. Reading Psychology, 31(2), 150-175, (https://doi.org/10.1080/02702710902754119, accessed December 21, 2020.
Prater, K. (2009). Reading comprehension and English language learners. In Israel, S., & Duffy, G. (Eds.), Handbook of research on reading comprehension. Routledge.
Pressley, M. (2000). What should comprehension instruction be the instruction of? In Pearson, P. D., Barr, R., & Kamil, M. (Eds.), Handbook of reading research volume III. Routledge.
Pressley, M. (2006). What the future of reading research could be. Paper session presented at the International Reading Association’s Reading Research, Chicago, IL.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. NJ: Lawrence Erlbaum Associates.
Rosenblatt, L. (1994). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University.
Rosenblatt, L. (2005). Making meaning with texts: Selected essays of Louise Rosenblatt. Portsmouth, NH: Heinemann.
Schaps, E., & Brunn, P. (2008). They taste with their feet? A week in the life of ms. tonge's fourth grade reading class. Journal of Research in Character Education, 6(1), 67-72, (https://www.collaborativeclassroom.org, accessed December 28, 2020.
Smolkin, L. B., & Donovan, C. A. (2001). The contexts of comprehension: The information book read aloud, comprehension acquisition, and comprehension instruction in a first-grade classroom. The Elementary School Journal, 102(2), (https://doi.org/97-122. 10.1086/499695, accessed December 25, 2020.
Snow, C., Burns, M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Stahl, K.A.D. (2009) Synthesized comprehension instruction in primary classrooms: A story of successes and challenges. Reading & Writing Quarterly: Overcoming Learning Difficulties, 25(4), 334-355, (https://doi.org/10.1080/10573560903123643, accessed December 25, 2020.
Taboada, A., & Rutherford, V. (2011). Developing reading comprehension and academic vocabulary for english language learners through science content: A formative experiment. Reading Psychology, 32(2), 113-157, (https://doi.org/10.1080/02702711003604468, accessed December 30, 2020.
Thames, D. G., Reeves, C., Kazelskis, R., York, K., Boling, C., Newell, K., & Wang, Y. (2008). Reading comprehension: Effects of individualized, integrated language arts as a reading approach with struggling readers. Reading Psychology, 29(1), 86-115, (https://doi.org/10.1080/02702710701853625, accessed December 25, 2020.
Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2005). Classroom talk for rigorous reading comprehension instruction. Reading Psychology, 26(1), 27-53, (https://doi.org/10.1080/02702710490897518, accessed December 28, 2020.